Content Analysis of Conceptual Change Research and Practice in Science Education: From Localization to Globalization

Use of content analysis in examining changes in science education aims over time

Science Education ◽

10.1002/sce.3730620118 ◽

1978 ◽

Vol 62 (1) ◽

pp. 135-141 ◽

Cited By ~ 9

Author(s):

Barry J. Fraser

Keyword(s):

Science Education ◽

Content Analysis ◽

Over Time

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Studying Sex: A Content Analysis of Sexuality Research in Counseling Psychology

The Counseling Psychologist ◽

10.1177/0011000017713756 ◽

2017 ◽

Vol 45 (4) ◽

pp. 528-546 ◽

Cited By ~ 9

Author(s):

Candice Hargons ◽

Della V. Mosley ◽

Danelle Stevens-Watkins

Keyword(s):

Content Analysis ◽

Counseling Psychology ◽

Human Sexuality ◽

People Of Color ◽

Sexuality Research ◽

Integrative Approach ◽

Racial Groups ◽

Research And Practice ◽

Positive Perspective ◽

Sex Positive

Using a sex-positive framework, we conducted a 61-year (1954–2015) content analysis of sexuality research featured in The Counseling Psychologist and the Journal of Counseling Psychology. We aimed to uncover (a) which human sexuality topics were published most, (b) whether the publications aligned with sex-positive, neutral, or negative discourse, (c) what methodologies were used, and (d) differences in how populations were investigated across racial groups. We used an integrative approach to the content analysis and human coding. Results highlighted in 188 articles meeting criteria, the largest focus (38%) was on sexual orientation, sexual identity, and sexual minorities; only 5% utilized a sex-positive perspective. Quantitative and conceptual articles were the most published methods, and publications disproportionately focused on non-Latino White populations. When people of color were included, the discourse was sex negative. Implications for research and practice are discussed.

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Interações em blog sobre Astronomia: inovações tecnológicas, motivação, apropriação de conceitos e linguagem científica

#Tear: Revista de Educação, Ciência e Tecnologia ◽

10.35819/tear.v5.n1.a1988 ◽

2016 ◽

Vol 5 (1) ◽

Author(s):

Fabio Augusto Spina ◽

Noemi Sutil ◽

Marcos Antonio Florczak

Keyword(s):

Science Education ◽

Content Analysis ◽

Meaningful Learning ◽

Educational Technologies ◽

Technological Innovations ◽

Scientific Language ◽

Fundamental Education ◽

Learning Modes ◽

Role Of Teachers

Resumo: Educação em ciências pode ser associada à formação de sujeitos para problematização e construção conjunta. Essa formação demanda a apropriação de conceitos e de linguagem científica para proposições concernentes à ciência e tecnologia. Nesse sentido, neste trabalho, são apresentadas considerações sobre interações em blog sobre Astronomia envolvendo estudantes de Ensino Fundamental, na disciplina de Ciências, em instituição escolar paranaense, entre 2012 e 2015. Esta pesquisa possui fundamentos na teoria da aprendizagem significativa, destacando as modalidades de aprendizagem representacional, de conceitos e proposicional. Os dados foram constituídos por 516 conjuntos de registros, realizados pelos estudantes, pelo professor e outros participantes em blog. Os dados foram analisados considerando características e pressupostos de Análise de Conteúdo. Entre os resultados, podem ser ressaltados indícios de motivação, apropriação de conceitos e de linguagem científica. Destaca-se o papel do blog para ampliação de espaços de comunicação e aprendizagem, expressões de interesses e de relações conceituais. Ressalta-se, ainda, o compromisso docente, no que concerne às inovações tecnológicas, para o estabelecimento e manutenção do diálogo na educação em ciências. Palavras-chave: Ensino de ciências. Tecnologias educacionais. Aprendizagem significativa. INTERACTIONS IN BLOG ABOUT ASTRONOMY: TECHNOLOGICAL INNOVATIONS, MOTIVATION, APPROPRIATION OF CONCEPTS AND SCIENTIFIC LANGUAGE Abstract: Science education can be related to the development of individuals able to problem-pose and carry out joint constructions. This development demands the appropriation of concepts and scientific language so to produce propositions concerning science and technology. In this sense, this work presents some considerations about interactions in a blog about Astronomy with the involvement of students of Fundamental Education, in the discipline of Sciences, in a school in Paraná, from 2012 to 2015. This research is based on the meaningful learning theory, highlighting representational, of concepts and propositional learning modes. Data is constituted by 516 sets of records in a blog, made by students, teacher and other participants. Data was analyzed considering characteristics and assumptions of Content Analysis. Among the results, some indicators of motivation, appropriation of concepts and scientific language can be highlighted. Blog's role increasing spaces for communication and learning, expressions of interests and conceptual relations is emphasized. Concerning technological innovations, the role of teachers, establishing and maintaining a dialogue in science education is also highlighted. Keywords: Science education. Educational technologies. Meaningful learning.

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